Informative Speech About Food

815 Words4 Pages

SP2000-Wk 3 Informative Speech Draft
To begin I want to thank all of you for your cooperation and participation in helping me complete this assignment. I know how important your time is and I appreciate you giving me a few minutes of it.
How many people are hamburglars? You know, that character seen in the McDonald’s commercials. And like him, you just cannot resist a good hamburger with all of its fixings and oh, let’s not forget those fries. Well, I love hamburgers, fat, and juicy with cheese, blue cheese, relish, onions, pickles, tomatoes, peppers and lettuce on a sesame seed bun.
Working two jobs, McDonalds was my favorite food source and after eating so many hamburgers, I want to show you what I looked like----SHOW POSTER-----Pause.
Though these burgers are…show more content…Poor eating habits and lack of exercise are the main contributors of this preventable problem. Michele Obama declared war on obesity and is the founder of the “Let’s Move Campaign” which promotes exercise and better nutrition.
So, as hard as it may be to change; change in eating habits and exercise can help control and even prevent the health issues. Eating more vegetables, especially green leafy vegetables, and cutting out or cutting down on the sugar intake, as well as the consumption of dairy products, has helped me to control my high blood pressure and diabetes. I have also tried juicing and found it to be very effective but also an expensive way to a healthy immune system.
My doctor said to me, “Sudberry, eat beans, eat more beans”. And so, they too are included in my diet. Our brains function a lot better if we feed our bodies healthier foods. Circulation in much improved, our abilities to exercise is improved because we have more energy, and our interactions with others is improved as we feel better about ourselves. Even our clothes look and fit better. And the biggest benefit of all is we just plain feel

different forms of material that will help the student deliver a structured speech. In order to deliver logical and organized speeches. As well as learning to speak with confidence and to understand how to control their own individual body movement when delivering a speech. A student also has to learn how to apply concepts such as language, organization, support, and delivery. In order to effetely deliver an informative, persuasive, entertaining, and commemorate speak. Lastly, a student has to learn

eleven courses I took were very informative and complex, so I have divided this report into two sections: grammar skills and the writing process.
GRAMMAR SKILLS
Grammar is extremely important because it is the foundation of communication. The better the grammar, the easier the writing flows, the more likely the audience will understand the message. The first grammar course, “Parts of Speech” covers the building blocks of forming a sentence using the eight parts of speech. These parts are nouns, verbs

recording my speech if I messed up and start over again. Even though this was time consuming if I messed up a lot, it took away some of the speech anxiety because I knew if I made too many mistakes, I could do it over again. I also liked how Dr. Rasmussen was able to give back feedback in my video; when she made a comment, I knew exactly where in my speech she was referring to because the comment popped up right on the video. If I made a speech in person and received feedback after I gave the speech, it would

different parts of the plan were put in place including posters, brochures, PowerPoint’s, speeches and an informative video. A small survey with questions aimed at cyber bullying was sent to the Year 9’s to fill out and return. From there, the small group of Year 11’s than split into pairs of two and were assigned three Year 9 classes to deliver their specific parts of the action plan to. The informative video starts off with ‘Hi, my name is Troy and I don’t really have anyone to talk to’ and immediately

compositions well ahead of due dates in order to provide adequate time to improve them beyond my original thoughts. I often would revise my essays two or three times passed the original rough draft picking through the writing finding grammatical errors within the work. By the time I had reached my final draft I felt a greater sense of confidence that I had produced something that would both receive a better grade as well a sense of pride that I produced something I was proud to write.
My approach

steps needed to have a successful research paper. I learned that there are eight steps to writing an A+ paper: 1) choosing a topic, 2) finding information, 3) stating your thesis, 4) making a tentative outline, 5) organizing notes, 6) writing a first draft, 7) revising the outline, and 8) typing the final paper. The next source, www.hunter.cuny.edu, stated that the three elements to consider while writing were, who the writer is, who the reader is, and what is being written about. It was not much help

discussions with other classmates, my quality of English has improved since I was able to identify some of the mistakes and points of improvement in the composition. The effect enabled me to have a keen eye to the detail of the English language. One of the drafts that I assessed was an essay of how international students cope with overseas institutions of learning; it looked at the various challenges that an international student faces in his/her new environment.
The first essay I wrote for English 101 formed

at their own level and I provide individual or small group mini-lessons to support weaker skills. I learned from experience to create quality, high interest prompts that address a real audience to teach “voice.” My format support Common Core’s informative/explanatory writing standard and engages critical thinking and motivation. To help students stretch and connect their literacy skills, I assign a “close reading” of a piece of nonfiction text that relates to the prompt. The broad goal of this lesson

programs which essentially were just programs which taught basic agriculture knowledge.
During the ten years after the Smith-Hughes act was passed, many vocational agricultural programs were developed. They all had the same purpose: to be an informative program in which rural farm boys could develop their agricultural and leadership abilities. Some of these small organizations included the Future Farmers of Virginia, the Future Farmers of Dixie, the Young Farmers Association, the Junior
FFA

information about the war,
the writer was British, so therefore did not actually experience the
war and also wrote the source with the benefit of hindsight. The
source is a piece of secondary evidence and seemingly unbiased. It is
informative, telling of how the system failed whilst showing the point
of view of the GI's and what they had to go through. It almost acts as
an explanation to why the US army was defeated, claiming that although
they had to fight the extremely